Critical Thinking - Kindergarten Math Thinker #1

Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
Critical Thinking - Kindergarten Math Thinker #1
File Type

PDF

(2 MB|52 pages)
Standards
  • Product Description
  • StandardsNEW
Kindergarten Math Thinker is a way for teachers to have a daily structured routine that provides an avenue to guide students through a math problem. There are enough problems to use for an entire quarter or 9 weeks. Each week a new character arrives to present a new way to look at math. That character will give teachers an opportunity to provide mini lesson instruction on a problem format for 5 days. When the next week arrives a new character will be waiting to introduce a new concept. Each day the teacher is responsible for understanding how much support to offer and knowing when to step away and let the child assume more accountability for their learning. Many problems are written so the child is given more and more of the work to do.
The daily page can be displayed on a board. This allows each child to visually see what the teacher is modeling. Students can take part in finding the solution and display their thinking on the page displayed as well.
Students will be using many standards from Operations and Algebraic Thinking, Data, and Counting and Cardinality.

The same characters show up every 5 days working with the same problem content. The content of the problems gradually gets more difficult as the learning year progresses. The content is set up for the student to grow into and to grow with.
This booklet would be a great resource to use at parent- teacher conferences to show areas of growth and areas of concern.

Included: 9 weeks of math problems that are completed 1 a day.
Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Total Pages
52 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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